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¡Arte y más! Lesson 8

After the “Hola” song, there is a new movement activity combining numbers and commands. Then, Sra. Alicia prepares hot chocolate in the traditional Mexican way, using a special tool called a molinillo to mix milk, sugar, and cocoa. While beating the chocolate, she says a traditional chant called “El chocolate.” Susana and Sra. Alicia ask students to review and repeat the chant with them. Color words and numbers are also reviewed.

After the “Hola” song, there is a new movement activity combining numbers and commands. Then, Sra. Alicia prepares hot chocolate in the traditional Mexican way, using a special tool called a molinillo to mix milk, sugar, and cocoa. While beating the chocolate, she says a traditional chant called “El chocolate.” Susana and Sra. Alicia ask students to review and repeat the chant with them. Color words and numbers are also reviewed.

Before Showing the Video

• Refresh students’ memories about la silla (chair), la mesa (table), el lápiz (pencil), and la planta (plant) by asking them to touch those items as you say the terms. Model, if needed. Use the phrase Toca la/el ______. (Touch the ______.)

• You might want to display an image or figure of a butterfly (la mariposa) for reference this week, as it will be a new word.

• Read the informational sheet About Chocolate.

• Ask students if they like hot chocolate. Tell them that they will learn how hot chocolate is made in Mexico. Talk about how the word chocolate is spelled the same in Spanish and English, but pronounced differently.

After Showing the Video

• Ask the students what they thought about the chocolate-making process. Does it look difficult or easy? Does it sound like it would taste good? How does it compare to other ways they know of making hot chocolate? Use what you learned by reading About Chocolate to answer questions or provide additional information. If possible, bring in or make during class some Mexican-style hot chocolate for students to try.

• Try to incorporate the phrase ¿Qué es esto? (What is this?) into daily classroom activities. You can use it to reinforce the vocabulary words of the week, such as la mariposa (butterfly), la leche (milk), la taza (cup), or el chocolate (chocolate).

When she is making the hot chocolate, Sra. Alicia uses the sentence ¡Qué rico el chocolate! This is a way of saying “What delicious hot chocolate!” ¡Qué rico! is an expression used frequently in Spanish to express appreciation for food. In Spanish, just as the adjectives modifying a noun change to reflect quantity, they also change to reflect gender. Thus, for foods that have a masculine gender, like el chocolate, you would say ¡Qué rico! But for foods with a feminine gender, you would say, ¡Qué rica la leche! (What delicious milk!)

Some words in Spanish change meaning depending on whether you use the masculine or feminine article (el or la). For instance, in one of the extension activities, you will be teaching students the word la papa (potato). However, in Spanish if you say el Papa, it doesn’t refer to a potato, but to the Pope!

Extension Activities

• Have students color the coloring page. Ask ¿Qué es esto? and point to the drawing of el molinillo (the chocolate stirrer) on the sheet. You can also introduce the vocabulary word la olla (the pot). If students choose to use any of the colors already introduced (rojo, azul, verde), you can use their sheets to have students answer ¿Qué color es?

• Use the Do You Know Where These Foods Are From? activity (provided in a separate PDF). This activity introduces some new food vocabulary as well as phrases to express “I like…” and “I don’t like…”

• Have students watch a contemporary cooking show video about how to make hot chocolate. Tell students to listen for certain words, which you might want to write on the board. The words are la leche (milk), la canela (cinnamon), chocolate (chocolate), molinillo (beater), el azúcar (sugar) and at the end, delicioso (delicious). The video can be found here: https://www.youtube.com/watch?v=nxj-hoMadKw. The speaker talks very fast, so this is a somewhat challenging activity that provides extra practice in listening as well as insight into a cultural practice.

Teaching Tips

• Preview the video before showing it to students and familiarize yourself with the content and the vocabulary. Note at what points students are expected to respond and what the response should be.

• Model the learning by singing and responding along with the class.

• If you are not a Spanish speaker you will hear more phrases in the video than are in the vocabulary list. These will be targeted vocabulary in later lessons. Focus on the words and commands in the vocabulary list. (You can read the transcript of the program if you want to know specifically what is being said throughout, but you should not share the transcript with students.)

• If you have Spanish-speaking students in your class, have them share a few words with the rest of the class or help answer any questions that students have afterwards.

• If you haven’t already read the Introduction to ¡Arte y más!, go back and do so.

Learning Indicators

NL.IC.3 I can answer a few simple questions.

NL.PS.2 I can state the names of familiar people, places, and objects in pictures and posters using words or memorized phrases.

N.CPP.1 I can identify some common products related to home and community life of other cultures and my own.

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